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Cynthia J. Miller, Ph.D. Assistant Professor Dept. of Physiology & Biophysics University of Louisville
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To reach a large number of participants To obtain baseline data and monitor changes To gauge motivations, beliefs, and attitudes To evaluate the effectiveness of teaching practices Time-efficient, convenient, and familiar To gather demographics To examine alignment between faculty and students
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Search for established and/or validated instruments o Consult the literature in your field o Verify that the instrument is beneficial for your use o Example: SALG (Student Assessment of their Learning Gains) Survey If an appropriate instrument does not exist: o AKA “back to square one” o Example: CREATE Survey o Define your objectives o Work backwards-determine the data that you need to gather
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Forced vs. open-response items o Forced, Likert-scale most commonly used o Forced responses can be easier to analyze o Open responses can be useful due to multiple definitions/perceptions of questions, but also increases difficulty of analysis Try to ensure anonymity if possible, guarantee confidentiality Use simple terminology and unambiguous language Check for bias-ensure you are not asking leading questions
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Ask questions from multiple perspectives and in different parts of the survey to ensure validity Hoskins Paper o “The scientific literature is difficult to understand” o “I am confident in my ability to critically review scientific literature” o Negative statements are reverse-scored when quantifying data
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Revisit original goals/hypotheses and ensure alignment Pilot questions with your research team, peers, a sample of target respondents, and a statistician
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Pen-and-Paper Benefits: Can ensure completion by respondents Limitations: Must compile data by hand, lower perception of anonymity (particularly with open- response questions) Online Programs such as SurveyMonkey, SurveyGizmo, Qualtrics Most institutions have programs available for free or reduced prices Benefits: Compile data, Produce graphs or charts, Statistical analysis, Larger potential sample sizes Limitations: May lower response rates
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Challenges Low Response Rates o “Survey Fatigue” o Poor timing Respondents not carefully completing survey Suggestions Consider providing incentives for participation Emphasize importance of results Complete during class time or scheduled meetings Endorsement by respected authorities
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Samples may not be representative of entire population Self-reported data is often biased o Past events o Behaviors that may be negatively perceived Respondents may feel the need to “tell you what you want to hear”
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Use multiple methods of data collection to analyze the same research question Faculty Surveys Student Surveys Exam Scores Student Focus Groups Faculty Surveys Classroom Observations
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Student Surveys (Pre/Post) Mentioned past studies on critical- thinking skills, interviews, and validated surveys Student Surveys Student Exams (Pre/Post) Student Article Critiques Segura-Totten and Dalman Hoskins, Lopatto, and Stevens
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Survey Design o www.statpac.com/surveys www.statpac.com/surveys Describing & Measuring Undergraduate Stem Teaching Practices o http://ccliconference.org/files/2013/11/Measuring-STEM-Teaching-Practices.pdf http://ccliconference.org/files/2013/11/Measuring-STEM-Teaching-Practices.pdf Duke Initiative on Survey Methodology o http://dism.ssri.duke.edu/question_design.php http://dism.ssri.duke.edu/question_design.php General Introduction o Fink AG. How to Conduct Surveys: A Step-by-Step Guide. Sage: Thousand Oaks, CA, 2008. Question Development and Distribution Methods o DeVellis RF. Scale Development Theory and Application, 3 rd Edition. Sage: Thousand Oaks, CA, 2012. o Dillman DA. Mail and Internet Surveys: The Tailored Design Method, 2 nd Edition. John Wiley & Sons, Inc.: Hoboken, NJ, 2007. Triangulation o Creswell N, Clark V. Designing and Conducting Mixed Methods Research. Sage: Thousand Oaks, CA, 2007.
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